Writing Moderation 2017
Our session started with introductions of our fellow cluster leaders of Literacy.
We then looked at one piece of writing and marked solo. As a group we discussed similarities and differences in our scores.
We then looked at samples of writing from across the cluster and worked together to determine scores using the e-asTTle Rubric. Scores were entered into a sheet which identified the marker from each school and the moderator's scores. When marks were different, we then looked a little deeper and had more input from lead teachers.
The rubric we use:
Two pairs discussing writing samples.
A lot of thought and discussion goes into this process.
Lead Teachers from Gilberthorpe with flash sign in stickers.
So how did we compare?
The charts below show the mark given by the teachers of our school (A), the moderator's score (B) and the difference between the two (C).
In the Junior Hub, marks given by teachers and the marks given from the cluster lead teacher moderators are very consistent with very little difference. One sample caused quite a it of discussion. Unfortunately scores were not added to the cluster sheet so we will add these later.
In the Senior Hub, three teachers marked the samples individually. For the moderation session, the middle score or most common was used. As a hub, we have some more discussions ahead as some of our scores varied and in some cases had a difference of three marks. We can now use the moderator scores and our initial thinking to make clearer and more consistent decisions around marking using the e-asTTle Rubrics.
I think it is really important to be aware of the inconsistencies in interpretation and marking of writing samples using these rubric. Below is a table showing scores given by two different moderators at the cluster moderating meeting. The variations in some marks given in sentence structure and punctuation in particular, show that the scores given by the lead teachers are not necessarily the correct score. These show we still have much discussion to do.
